Childminder in Wakefield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children show they feel happy and settled as they confidently play with the friendly and caring childminder. The childminder has high expectations of children's behaviour. Children behave extremely well, with only an occasional reminder to cuddle gently. The childminder speaks regularly to children about their feelings. She uses books to talk with children about the characters' feelings and what will make them cheer up. The childminder teaches children to look at facial expressions to find out how others are feeling.

p.2

The provision is good

The childminder is adept at teaching children about difference. She reads books that explore diverse cultures. Children enjoy learning about other people's celebrations and festivals. The childminder has dolls and play figures with different skin tones and hair types. Children readily play with dolls with disabilities and learn to care for their needs. These experiences help children to appreciate that everyone is unique.

p.2

The provision is good

The childminder is inclusive and has developed an ambitious curriculum for all children. She observes children's development, making assessments of their progress with parents and carers from their start at her setting. The childminder builds on children's learning by providing activities and experiences that are linked to children's interest and next steps. This results in children concentrating, being enthusiastic and excited to learn. In addition, these ensure that children make good progress and are ready for school when they start.

p.2

need to do better?

n The childminder takes advice from speech and language therapists about children's pronunciation of words. She chats with children to encourage them to talk as they play. She asks questions and uses simple words with children as they recall a visit to the farm. However, the childminder does not consistently introduce more ambitious words to extend children's vocabulary, so they learn more words. n Children enjoy listening to the childminder's lively reading of their favourite books. They enthusiastically join in with stories, rhymes and songs. The childminder takes children to visit the library regularly. Children take home library books to share with their parents. Older children recognise their names to register their presence at the setting. These experiences help children to develop their early literacy skills. n The childminder teaches children to put on their coats and shoes. She encourages them to pour their drinks and serve their food. The childminder

p.2

need to do better?

takes children to playgroups where they meet new people and make friends. This helps children to develop important social and independence skills.

p.2

need to do better?

25 April 2025 n The childminder regularly counts with children. For example, she encourages children to count the pieces of fruit they have cut at snack time. The childminder provides games to help children to start to recognise numbers and amounts. She sings counting songs with children. These activities help children to build early mathematical ideas. n The childminder takes children on outings in the locality. For example, they visit the woods to help develop their physical skills and observe nature. Children are excited to travel on different transport, which widens their experiences. They go to the museum where they see objects from long ago and play in the old-style kitchen. The childminder uses these experiences to help children to learn about the world around them. n The childminder has established effective working partnerships with others. For example, she shares assessments with parents and supports them to help their

p.2

need to do better?

children learn at home. The childminder also shares information with other settings children attend and with schools. These effective relationships support children's continued progress and transitions. n The childminder regularly attends training to keep learning and enhance her already effective practice. Recent training has helped her to further develop the curriculum. As a result, the childminder has developed more chances for children to experience number in the setting. n The childminder reflects on, reviews and adapts the provision. For instance, she has created more space outside for football, which is based on some children's interests. However, at times, the childminder overlooks how accessible resources are to younger children. For example, they enjoy water play, however, they cannot safely reach the funnels and tubes independently to pour water. This means younger children cannot explore and extend their interests in pouring.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n plan further opportunities within the curriculum for children to extend their vocabulary and advance their speaking skills even further n review the organisation of resources to ensure that they are accessible for all children, particularly the youngest.

p.3

Setting details

Unique reference number EY545968 Local authority Wakefield Inspection number 10376261 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 22 May 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Wakefield. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds an appropriate qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 April 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

25 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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